Example primary IDSR

URN: 888888         LAESTAB: 8888888        

Local authority: NA

Phase of education: NA         Type of education: NA

About the trust

As of July 2023:

• this school is part of a Trust which contains 10 primary schools, 3 secondary schools, no special schools, no alternative providers and no pupil referral units.
• the latest overall effectiveness grade for this school is requires improvement. As of 1 Jul 2023, the MAT grade profile was:
  • outstanding graded - 1
  • good graded - 2
  • requires improvement graded - 1
  • inadequate graded - 1
  • not yet received graded or ungraded inspection - 6
  • ungraded, school remains good - 6

Release information: Provisional 2023 Phonics, Final 2023 KS1, Final 2023 KS2

Release date: 2 May 2024        IDSR news page

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Important information

The IDSR is intended as a tool for inspectors, which summarises and analyses available data about that school to support the inspection. It is not intended to be an exhaustive profile of the school or to, in itself, provide any judgement or assessment of a school.

The IDSR can contain sensitive information regarding schools and colleges. It is your responsibility to ensure that the IDSR is stored and shared appropriately. Please see our guidance (linked to below) for our IDSR conditions of use and storage statement.

Online guidance can be found here.

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School characteristics

	2021	2022	2023
School number on roll	Close to average 1027	Close to average 1043	Close to average 1097
School % FSM	Well below average 14	Well below average 15	Well below average 16
School % SEND support	Well above average 18	Well below average 4	Well below average 5
School % EHC plan	Close to average 3	Above average 4	Well above average 3.8
School % EAL	Below average 4	Well below average 4	Below average 5
School % stability	Close to average 94	Above average 95	Close to average 93
Pupil base deprivation	Well below average	Well below average	Well below average
School location deprivation	Well below average	Well below average	Well below average

 

• The proportion of pupils with EAL (18%) in last year’s year 2 is high compared to other year groups.
• The proportion of pupils with EAL (17%) in last year’s year 4 is high compared to other year groups.
• The proportion of pupils eligible for FSM (0%) in last year’s year 2 is low compared to other year groups.
• The proportion of pupils eligible for FSM (22%) in last year’s year 6 is high compared to other year groups.

Guidance

The chart shows school level information for 2021, 2022 and 2023.

If the text states ‘Well above average’ and the box is shaded blue, this means the figure is in the highest 20% compared to all schools. If the text states ‘Well below average’ and the box is shaded orange, this means that the figure is in the lowest 20% compared to all schools. If the text states ‘Above average’ this means the figure puts the school in the 21%-40% of schools category. If it states ‘Below average’, the figure puts the school in the 61%-80% of schools category.

Average in this chart refers to median.

With the exception of the school location deprivation measure, schools are separated and compared by phase into primary (or middle deemed primary) and secondary (or middle deemed secondary). Special schools are compared with the ‘Secondary’ national comparator.

FSM in this chart refers to the percentage of pupils in receipt of FSM at the time of the January census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years.

Stability is a measure of the percentage of students who were admitted to the school at the standard time of admission. The stability percentage is calculated by dividing the number of pupils who meet the stability criteria by the number of all eligible pupils (pupils in Years 1 to 11 with a single or main dual registration at the school at the time of the January school census).

For deprivation measures, ‘Above average’ means “more deprived” and ‘Below average’ means “less deprived”.

The data is based on three January census returns from the Department for Education.

Information regarding the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator is provided. Each deprivation indicator is based on the English indices of deprivation from 2019.

The Department for Education January 2023 census provides the data relating to the pupil base level of deprivation. You can read further information about the data used for the local area deprivation.

There is additional guidance about this section.

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Ethnicity

Groups that represent 5% or more of the overall cohort

Table

Ethnicity	School %	National %
Asian or Asian British - Pakistani	42	4
Asian or Asian British - Bangladeshi	26	2
White - British	11	63
Mixed - Any other Mixed background	5	3
White - Any other White background	5	7

Guidance

Ethnicity information comes from the January 2023 school census.

The whole school measure includes all year groups in the school.

The % value displayed on the bar is the school proportion. There is additional guidance about this section.

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SEND characteristics

Type of resourced provision: No resourced provision
Capacity: 0
Type of SEN provision:
Number of pupils with SEND who are also FSM and/or CLA: 5

SEND primary need	SEND support (18)
	R	Y1	Y2	Y3	Y4	Y5	Y6	Total
Specific Learning Difficulty	0	0	1	0	2	2	1	6
Social, Emotional and Mental Health	0	0	1	1	0	0	1	3
Speech, Language and Communication Needs	0	0	0	2	0	0	0	2
Visual Impairment	0	1	0	0	0	0	0	1
Physical Disability	0	0	0	0	0	1	2	3
Autistic Spectrum Disorder	1	0	0	1	1	0	0	3
Year group totals	1	1	2	4	3	3	4	18

SEND primary need	EHC plan (3)
	R	Y1	Y2	Y3	Y4	Y5	Y6	Total
Moderate Learning Difficulty	0	1	0	0	0	0	0	1
Social, Emotional and Mental Health	0	0	0	0	0	1	0	1
Speech, Language and Communication Needs	0	0	0	0	0	0	1	1
Year group totals	0	1	0	0	0	1	1	3

Guidance

The tables display the number of pupils in the school with SEND and what the primary need category is. Separate tables for pupils with SEND support and those with an EHC plan are presented if the school has any pupils within these categories.

No highlighting is applied to this table, figures are presented purely for information.

The Department for Education January 2023 census provides data for this table.

There is additional guidance about this section.

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Staffing

• The proportion of education support staff relative to teaching staff was in the lowest 20% in 2022, 2021 and 2020.
• Per pupil spending was in the highest 20% of similar schools in 2021/22 for: Agency supply teaching staff, Education support staff.
• Per pupil spending was in the lowest 20% of similar schools in 2021/22 for: Supply teaching staff.
• There is nothing to highlight for teachers with at least one period of sickness absence in 2021/22 or 2020/21.
• There is nothing to highlight for days lost to teacher absence (6 days) in 2021/22.
• At the time of the November 2022 census, there were no full-time vacant teacher posts in the school.
• There is nothing to highlight for staff turnover in 2021, 2020 or 2019.

Guidance

Sickness absence data for 2020/21 was collected in the November 2022 census and was affected by the COVID-19 pandemic.

It is not possible to draw accurate comparisons with previous time periods due to factors including partially limited school openings, delivery of education via virtual means, and potential differences in the recording of sickness absence. The figures relate to sickness absence only and do not include non-attendance due to, for example, isolation and shielding.

Information on staff turnover as at the 2022 school workforce census is calculated using the number of full time equivalent (FTE) turnover leavers and the total FTE staff at the school. A school will be highlighted as having high staff turnover if the turnover rate was in the highest 20% of schools for the previous 2 years. Low staff turnover is not highlighted. Special schools are compared to primaries.

At a school level, turnover and leavers can be volatile from year to year. The size of a school can have a large impact on rates of leavers and turnover.

The Department for Education published school workforce information provides data for the vacant post measures as at November 2022 as well as the proportion of education support staff relative to teaching staff sentence.

The Department for Education also supplies the staff turnover source data.

There is additional guidance about this section.

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Links to alternative provision and other providers

According to the January 2023 census, pupils at this school were also registered at the following registered providers (this does not include unregistered):

• Alternative provision - AP 2 - URN 888888 (2)

Guidance

The first is a sentence to show how many pupils (where applicable) moved into state funded alternative provision and whether they remained there. This sentence will only be displayed where the number of pupils is 5 or more.

The second is a sentence which details any other providers (schools or alternative provision) at which pupils in this school were dual registered according to the January 2023 census. The number of pupils at each provider is shown in brackets. This sentence will only be displayed if there were pupils at the school who were also registered at another provider.

There is additional guidance about this section.

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Absence

	Absence			Persistent absentees
	2021/22	2022/23		2021/22	2022/23
School %	7.8	9.1		27.7	29.6
Comparison to all schools	Highest 20%	Highest 20%		Highest 20%	Highest 20%
Comparison to schools with a similar level of deprivation	Highest 20%	Highest 20%		–	Highest 20%

Guidance

Absence data is based on 3 terms for 2022/23 and 2021/22. The chart shows when the school percentage for absence or persistent absentees was in the highest or lowest 20% for all schools or for similar schools. Similar means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index quintile).

Comparison data is only shown when the school is in the highest or lowest 20%.

The information is based on Department for Education pupil level absence data collected via the school census.

There is additional guidance about this section.

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Suspensions & permanent exclusions

Whole school

	Pupils with 1 or more suspensions				Pupils with 2 or more suspensions
	2019/20	2020/21	2021/22		2019/20	2020/21	2021/22
School %	1.7	1.5	1.6		1.0	1.2	1.0
Comparison to all schools	–	–	Highest 20%		–	–	Highest 20%

• Of the 23 pupils in the whole school with 1 or more suspensions in 2021/22, 22% were suspended on 2 or more occasions and none received 10 or more suspensions during the year.
• Of the 33 suspensions in the whole school in 2021/22, the following reasons each accounted for more than 10%: physical assault against a pupil (10), verbal abuse/threatening behaviour against an adult (9), persistent disruptive behaviour (6).
• There were no permanent exclusions in the whole school in 2021/22. The national average for this year was 2. However, there was 1 permanent exclusion in 2020/21 and 1 in 2019/20.

Guidance

Suspensions were previously referred to as fixed term exclusions.

The suspensions and permanent exclusions data is one year behind and therefore may not relate to the same cohort as other IDSR data.

The whole school measure includes all year groups in the school.

The chart shows when the school percentage of pupils with 1 or more suspensions or 2 or more suspensions was in the highest 20% for all schools or for similar schools. Similar means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index quintile). The similar schools comparison will not be visible for primary schools – we do not produce the comparison due to very low suspension rates.

The comparison data is only shown when the school is in the highest 20%.

The Department for Education provides the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

There is no cohort threshold applied to the reason sentences in this section.

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Progress and attainment at key stages 1 and 2

  School difference from national has improved from comparator year
  School difference from national has improved slightly from comparator year
  Similar to comparator year or fewer than 11 pupils
  School difference from national has weakened slightly from comparator year
  School difference from national has weakened from comparator year

	2023 cohort	Performance in 2023	2023 value	2023 nat value	1 year	4 year
Multiplication tables check	68	Sig above national and 89th percentile	24	20		No data
Reading KS2 progress	58	Sig above national and 97th percentile	5.1	0.0
Writing KS2 progress	58	Sig above national and 81st percentile	2.1	0.0
Mathematics KS2 progress	58	Sig above national and 98th percentile	5.1	0.0
RWM KS2 expected standard %	63	Sig above national and 81st percentile	75	60
Reading KS2 expected standard %	64	Sig above national and 79th percentile	86	73
Reading KS2 high standard %	64	Sig above national and 85th percentile	45	29
Mathematics KS2 high standard %	64	Sig above national and 88th percentile	40	24
EGPS KS2 expected standard %	64	Sig above national and 88th percentile	90	72
EGPS KS2 high standard %	64	Sig above national and 95th percentile	56	30

Non-significant data

	2023 cohort	Performance in 2023	2023 value	2023 nat value	1 year	4 year
Phonics Y1 expected standard %	63	Not sig different to national and 43rd percentile	80	79
Reading KS1 expected standard %	62	Not sig different to national and 64th percentile	74	68
Writing KS1 expected standard %	62	Not sig different to national and 80th percentile	73	60
Mathematics KS1 expected standard %	62	Not sig different to national and 68th percentile	78	70
Writing KS2 expected standard %	63	Not sig different to national and 67th percentile	80	71
Mathematics KS2 expected standard %	64	Not sig different to national and 75th percentile	85	73
Writing KS2 greater depth %	63	Not sig different to national and 41st percentile	11	13

• Of the 60 year 1 pupils, 12 did not meet the phonics expected standard, with an average mark of 23. There were 19 pupil(s) that were screened for phonics in year 2 in 2023; 14 of those met the expected standard.

Guidance

Arrows indicate whether the school, when compared to the national, has changed. A dark shaded upward arrow indicates that the school difference from national has improved from the comparator year (difference of at least 2 standard deviations).

A lighter shade upward arrow indicates the school difference from national has improved slightly from the comparator year (difference of at least 1 standard deviation). Arrows pointing downwards indicate a worsening in the difference to national, with the same shading rules.

A horizontal line means the school is similar to the comparator year (difference was less than 1 standard deviation OR there were fewer than 11 pupils in either of the years).

Cohort/entries shows the number of pupils included in the measure. Measures such as progress scores include only pupils with prior attainment. Some key stage 4 measures may only include the pupils entered for that subject area.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance which further details about the methodologies used and a list of the measure included in the table.

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Pupil groups

Primary - 2023 data

	FSM and/or CLA	Low prior	Middle prior	High prior
Mathematics KS2 expected standard %	–	–	Sig above national	–

Absence - 2022/23

	FSM	SEND	EAL
Absence	Lowest 20%	–	–
Persistent Absentees	Lowest 20%	–	–

Guidance

This section may contain up to three tables of measures, depending on the school phase. The ‘Primary’ and/or ‘Secondary’ tables display the performance of pupil groups at the corresponding phase of education. Measures are generated for the pupil groups FSM and/or children looked after (CLA) and low/middle/high prior attainers. The ‘Absence’ table displays absence rates of pupils eligible for FSM, pupils with SEND, and pupils with English as an additional language. Only the latest year’s data is assessed in this section.

For the tables of performance measures, shaded boxes and text will appear for a pupil group measure if both the measure is significantly different to the national comparator for that pupil group and the national comparison for a pupil group differs to the national comparison for the whole school. For example, if Progress 8 for all pupils was not significantly different to national but Progress 8 for low prior attainers was significantly above national, the low attainers group will be highlighted. If Progress 8 for all pupils and Progress 8 for low prior attainers were both significantly above national, then the group will not be highlighted.

The text and shading are based on significance when compared with the corresponding national value for each measure, with the exception of the FSM and/or CLA pupil group which is compared with the national for pupils who are not FSM and/or CLA.

For the ‘Primary’ table, please also note the following points:

• We no longer include prior attainment groups for key stage 1 in this section of the IDSR due to lack of prior attainment data.
• Pupil groups measures are based on the expected standard and do not appear for the high standard.
• Pupil groups measures for phonics and multiplication tables checks (MTC) do not appear in this section.

For the ‘Absence’ table, the shading and text generally follow the same rules as for the tables of performance measures, except that for absence the text and shading are based on quintile (highest/lowest 20%). For example, if the school percentage of persistent absentees for all pupils was not in the highest 20% nationally, but the school percentage of persistent absentees for pupils with SEND was in the highest 20% nationally, the SEND pupil group will be highlighted. If the school percentage of persistent absentees for all pupils and pupils with SEND were both in the highest 20% nationally, then the group will not be highlighted.

Tables are not produced for the following types of measures:

• Suspensions and exclusions.
• Performance for 16 to 18 – it was not possible to calculate pupil group measures for 16 to 18 in 2023, due to no value added or completion and attainment data being available as a result of COVID-19.

Pupil group differences can be meaningless when analysed at school level, particularly when groups relate to small cohorts. The conversation should be about meeting the needs of all pupils.

There is additional guidance which provides further detail for this section.